SCIENCE AND RELIGION IN NINETEENTH‐CENTURY EUROPE: NON‐ANGLO‐AMERICAN PERSPECTIVES

This is an introduction to the thematic section on “The Historiography of Science and Religion in Europe,” which resulted from a symposium held at the eighth Conference of the European Society for the History of Science, University College London, UK, from September 14–17, 2018. The introduction provides a brief argument for the decentering of science and religion from the Anglo‐American discourse. It concludes by previewing the contributions of the section's essays.     

Contrast effects in judgmental forecasting when assessing the implications of worst and best case scenarios

Two experiments investigated whether individuals' forecasts of the demand for products and a stock market index assuming a best or worst case scenario depend on whether they have seen a single scenario in isolation or whether they have also seen a second scenario presenting an opposing view of the future. Normatively, scenarios should be regarded as belonging to different plausible future worlds so that the judged implications of one scenario should not be affected when other scenarios are available. However, the results provided evidence of contrast effects in that the presentation of a second “opposite” scenario led to more extreme forecasts consistent with the polarity of the original scenario. In addition, people were more confident about their forecasts based on a given scenario when two opposing scenarios were available. We examine the implications of our findings for the elicitation of point forecasts and judgmental prediction intervals and the biases that are often associated with them.     

The test taker's fallacy: How students guess answers on multiple‐choice tests

Many students and applicants take multiple‐choice tests to demonstrate their competence and achievement. When they are unsure, they guess the most likely answer to maximize their score. Despite the impact of guessing on test reliability and individual performance, studies have not examined how patterns of answer sequences in multiple‐choice tests affect guessing. This research presents the test taker's fallacy, which refers to an individual's tendency to expect a different answer to appear for the next question given a run of the same answer choices. The test taker's fallacy exhibits negative recency, similar to the gambler's fallacy. However, extending the sequential judgment literature, the test taker's fallacy shows that negative recency arises even when sequences may or may not be randomly generated. In three studies, including a survey and experiments, the test taker's fallacy is robustly observed. The test taker's fallacy is consistent with the operation of the representativeness heuristic. This research explains what and how test takers guess given a streak of answers and extends judgment under uncertainty to the test‐taking context.     

Non‐blind lineup administration biases administrators' interpretations of ambiguous witness statements and their perceptions of the witness

Administering lineups “blind”—whereby the administrator does not know the identity of the suspect—is considered part of best practices for lineups. The current study tests whether non‐blind lineup administrators would evaluate ambiguous eyewitness statements, and the witness himself or herself, in a manner consistent with their beliefs. College students (n = 219) were told the identity of the suspect or not before administering a lineup to a confederate‐witness who made an ambiguous response (e.g., “it could be #3 but I'm not sure”). When ambiguous witness statements matched administrators' beliefs regarding the suspect (compared with when they mismatched administrators' beliefs, or administrators had no belief), administrators (a) were significantly more likely to record the statement as an identification (as opposed to a “not sure” response); (b) were significantly less likely to make statements that might lead the witness away from the suspect; and (c) evaluated the witness's viewing conditions significantly more positively.     

Editorial: Harmful or helpful to learning? The impact of seductive details on learning and instruction

Most previous research found negative effects on learning outcomes when interesting but irrelevant information (i.e., seductive details) is added to an instruction. To what degree such effects are bound to specific conditions is in the focus of this special issue. Specifically, 11 empirical studies are reported within this special issue. They all address the topic of seductive details in learning and instruction by focusing either on cognitive moderators (e.g., working memory capacity and current beliefs) or on noncognitive moderators (e.g., arousal and affect) of the seductive details effect. Taken together, results from the empirical studies hint towards new moderators and suggest that the negative effects of seductive details on learning outcomes may be smaller than expected based on previous research.     

Utility of the REDFLAGS Model for Supporting Community College Students’ Mental Health: Implications for Counselors

The counseling literature is lacking in research on supporting the mental health needs of the growing community college student population. A number of past investigators have demonstrated the utility of mental health literacy for supporting college students’ mental health on 4‐year universities. The present researchers examined the validity of the REDFLAGS model (a theoretical model for promoting mental health literacy) with a national stratified random sample (N = 640, stratified by age, gender, and ethnicity) of community college students. Collectively, the results of the confirmatory factor analysis, hierarchical logistic regression, and factorial analysis of variance supported the use of the model with community college students. Implications for enhancing counseling practice as well as directions for future research are provided.     

儿童青少年正念量表(CAMM)在中国青少年群体中的信效度检验

目的:检验儿童青少年正念量表(CAMM)在中国青少年群体中应用的信效度,为青少年正念研究提供科学工具。方法:选取310名中学生(样本1)进行条目分析和探索性因素分析,再选取309名中学生(样本2)进行验证性因素分析、效标效度、增量效度和信度分析。结果:中文版CAMM抽取2个因素最为合适,并具有良好的结构效度、效标效度、增量效度及较高的信度。结论:中文版CAMM具有良好的心理测量学指标,可以在中国青少年群体中使用。     

积极心理学的繁荣与演变——阴阳辩证哲理的回归

积极心理学是研究人类在适应社会生活中的积极特质、积极主观体验以及实现积极自我和成长的适应性认知和行为的科学。由Seligman(1998)兴起的积极心理学运动经过十年繁荣,在三个研究支柱的基础上增加第四个支柱积极的关系。由于积极心理学拒绝消极作为其中的范畴,Wong(2011)掀起积极心理学第二次浪潮,转向研究积极-消极的共生关系。并且,引用中国哲学思想,把阴阳之间的辩证互动原则作为积极心理学第二次浪潮的基础,研究积极和消极之间的动态平衡,以实现人类美好幸福生活和繁荣。     

利他动机对中小学教师知识共享的影响——组织认同和组织支持感的调节作用

为探讨利他动机、组织认同和组织支持感对知识共享的影响,选取北京市不同学区的20所中小学校的教师进行问卷调查,使用利他行为问卷、组织认同问卷、组织支持感问卷和知识共享问卷获得有效数据1342份。结果发现：（1）中小学教师的利他动机对其知识共享具有显著的正向预测作用;（2）组织认同在中小学教师利他动机与知识共享之间起到调节作用;（3）组织支持感对中小学教师利他动机与组织认同对知识共享的交互效应具有高阶调节作用。本研究检验了个体因素（利他动机）与组织因素（组织认同、组织支持感）变量对知识共享的共同作用,对提升中小学教师知识共享具有一定的指导作用。